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Student Assessment and Attendance Policy


Thornlie Christian College is an interdenominational Christian College that provides complete education from Kindergarten to Year 12. The goal of the College is to offer a quality education where students learn the importance of academic performance, a balanced spiritual life and self-discipline. It is from this that we derive our motto, “Learning for Life”. It is our belief that educational goals are best achieved by providing continuity for students and their families in an atmosphere where relationship and community are fostered and encouraged.


We seek to develop in each student the capacity to do the best that they can by using the talents with which they have been blessed. We cultivate an environment in which respect, courtesy, consideration and empathy are the norm rather than the exception. We acknowledge the right of every student to learn in a positive, nurturing and encouraging environment as well as the right of every teacher to be able to teach in a positive, supportive and focussed teaching environment. We enjoy celebrating the successes, achievements and personal victories that mark the life journeys of each of our students.


The following guidelines have been developed so that students, parents and teachers are aware of their responsibilities in the assessment process.


Assessment assists teachers and schools in:
  • monitoring the progress of students and diagnose learning difficulties;
  • adjusting programs to ensure all students have the opportunity to achieve the intended outcomes;
  • developing data-driven subsequent learning programs;
  • reporting student achievement to parents;
  • whole-school and system planning, reporting and accountability procedures. 
Assessment procedures must therefore be fair, valid and reliable.


Frequency of Assessment

Teachers should schedule sufficient assessment tasks which might include examinations, regular tests, essays and assignments, practical work, oral examinations or combinations of some or all of these, to enable them to provide a valid and fair assessment. No one technique can be identified which best suits all circumstances. Over assessment should be avoided.

Assessment of Students Working in Groups

Assessment of student achievement demonstrated in a group-work situation is acceptable and in many cases desirable. All students within a group should have the same opportunities to demonstrate achievement of outcomes or objectives.

A teacher should:
  • During the course of the assessment task periodically monitor the group-individual progress and the contribution of each student. 
  • Determine the achievement of individuals within a group to apportion results accordingly. 
  • On completion of the assessment task examine preparatory work and the completed assessment task to determine individual contribution. 


Records of assessment and portfolios are to be kept by the classroom teacher. The contents of a portfolio will be retained for the semester in which it was collected to support the semester report.

Test results and other anecdotal records should be kept for the year.


  • complete the prescribed work requirements in each subject by the due date; where applicable.
  • complete all assessment tasks described in the Subject Outline.
  • maintain a good record of attendance, conduct and progress. A student who is absent for five modules or more per term is deemed to be at risk.
  • initiate contact with teachers concerning absence from class, missed assessments, extension requests and other issues pertaining to assessment. 


  • develop a teaching/learning program that adheres to current Curriculum Council guidelines.
  • ensure that assessments are fair, valid and reliable.
  • maintain accurate records of student achievement and assessment. 
  • meet school and external timeframes for assessment and reporting. 
  • inform students and parents of academic progress as appropriate. 


    a) General
If a student is absent from class, his/her ability to achieve to his/her potential is diminished. Extended periods of absence will result in lower levels of achievement. Absences may result in a student not fulfilling the requirements of a subject and thus will be deemed as unable to be assessed, or assessed as failing. Potential achievement will not be considered. A minimum of 80% attendance in general is required for all courses.
    c) Prolonged Absence

Where a student is unable to attend school for a lengthy period due to injury or illness, the school will endeavour to provide support for the student’s learning program.


  • The school will ensure that students with special needs are catered for in an appropriate way and in accordance with Curriculum Council guidelines. 


  • Students will be kept informed of their progress throughout their enrolment in a subject. 
  • Teachers will assess completed tasks, and relay assessment information to the student promptly. 
  • Parents will be informed about a student’s progress regularly. 
  • Both students and parents/guardians will be informed when it is identified that there is a risk of: 
    • their not completing the course 
    • not achieving their potential and/or
    • failure 


Reporting is an important element in the education process. School reports represent a summary of a student’s performance for the reporting semester and as such they need to be precise, clear and specific. They provide for parents essential feedback so they can assess the progress of their child and make adjustments where necessary. In addition, reports contain a diagnostic element with suggested remedial direction or focus for student guidance. This needs to be fair and constructive with due reference to the student’s abilities and circumstances.